A constituição da identidade negra nos textos e livros didáticos no ensino fundamental

Abstract

This work presents the results of a research on the constitution of black identity in texts and textbooks in elementary schools. We sought to understand what were the relationship between texts and textbooks chosen by the school and the construction of the identity of black students in the Portuguese discipline in elementary school?. One of the specific objectives was to identify what were the “representations about black identity present in the textbooks and how pedagogical practices of the teachers could or could not be constituted of the identities students in the teaching of Portuguese classes. The theoretical foundations were based on language theories, especially in Furlough’s critical theory (2001, 2003), as well as language scholars such as Soares (1999), Orlando (2001), Vygotsky (1993), identity, multiculturalism, of racism, Hall (2002), Munanga(2004,2008), Gomes (2003, 2005) and the pertinent legislation, law 10639/2003. The methodology adopted was content analysis. To carry out the research we used field notebooks, records of texts and textbooks, observation of textbooks and paradigmatic of the Portuguese Language discipline. The corpus analyzed is composed of narratives presented in texts and textbooks. The results showed that the narratives about afrodescedant cultures are still poorly worked on the discipline and consequently in the classrooms, although there is commitment of the school to develop a choice of textbooks that allows a pedagogical work of antiracist practices thus questioning a historically Eurocentric curriculum.